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Connecticut Collaborative Modelfor School Arrest Diversion

New York State Leadership Summit on School-Justice Partnerships:

Keeping Kids in School and Out of CourtMarch 7, 2014

Hofstra Law School, Hempstead NY

Working to stop the criminalization of

Connecticut’s children and youth.

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• Small Staff, Big Coalition.

• Public policy advocacy to reform juvenile justice and other systems that affect Connecticut’s at-risk children and youth.

• Goals: fewer children will enter the justice system, and each child will be treated safely, fairly and effectively.

Priorities

• Address major feeders: unaddressed behavioral and mental health needs, school-based arrests

• Ensure child’s race or ethnicity does not negatively affect how s/he is treated

• Support and move agencies’ jj vision, strategy, policies, implementation (special attention to older youth new to system post-Raise the Age)

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Context: Trends and Issues in Connecticut’s Juvenile Justice System

Shrinking and Expanding

• Smart investments in prevention and diversion

• Home-based interventions, a commitment to least restrictive environment

• Older youth included, average age increasing

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0

2000

4000

6000

8000

10000

12000

14000

FY 2008 FY 2009 FY 2010 FY 2011 FY 2012 FY 2013

Juvenile Court Intake FY 2008-2013

All Delinquents Status Offenders

Source: Judicial Branch, Court Support Services Division (CSSD)

More children are getting cheaper and more effective services in the community.

Juveniles Committed Delinquent to DCF1999-2012

Source: Judicial Branch, Court Support Services Division

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Most kids in the juvenile justice system are NOT violent.

Looking for JJ System Feeders:Found School-Based Arrests

• Too many children referred to jj system from schools (latest SY 13% of total, down from 20% prior SY)

• Most for minor, misdemeanor offenses

–School Policy Violations escalate into delinquency charge or probation violation (swearing, “insubordination,” dress code)

–Delinquency Charges: • Disorderly conduct, breach of peace (fighting, talking back, running

in halls, loud music)• Trespass (skateboarding, bicycles)• Smoking

• Children of color referred at disproportionately higher rates

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Reasons for School-Based Arrest by General Category, SY2010-11

Source: SDE data analyzed by Connecticut Voices for Children

Reasons for School-Based Arrest, SY2010-11

Source: SDE data analyzed by Connecticut Voices for Children

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• Educational forums: – moderated panels on jj/ed connections– CPTV Education vs. Incarceration– CPTV The Color of Justice

• Goal of statewide reform though a very local issue and infrastructure – demonstrate local success

• Close partnership with SAG (JJAC)

CTJJA’s Response: Inspiring, Educating, Building Capacity

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Good News: Replication is Possible

The process:• SAG (JJAC): model MOA

• Fall 2010, JJAC and Alliance invited Judges Teske and Huff

• Community break-out groups: police, court, education, DCF…

• Could their town / city achieve these kinds of results? Were they willing to work to get there?

• Summer 2011, 3 cities ready to launch collaboratives

• Fall 2011, implementation of MOA & graduated response model

• Ongoing: regular collaborative meetings to fine-tune, add and subtract initiatives, review data, discuss trends, gaps, successes, (re) train / orient school and police personnel

Results: Manchester

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Results: Windham

School-Based Arrest Statewide Data

SY2011-12 SY2012-13 % change2012-2013

1667 1450 -13%

Source: Judicial Branch, Court Support Services Division

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• Most student misconduct best addressed through classroom & in-school strategies (not jj system)

• Response to school disruptions should be reasonable, consistent and fair

• Hold students accountable through graduated response and continuum of services

• Appropriate redirection and support from in-school and community resources prior to exclusion/arrest

• Clarifying the responsibilities of school and police personnel promotes best interests of students, district, law enforcement and community

Work Centered on JJAC Model MOAPrinciples:

Types of Behavior Intervention Options

Classroom Interventions

School AdministrationInterventions

Assessment and Service Provision

Law Enforcement Interventions

Juvenile Justice Advisory Committee Model MOAGraduated Response Model Format

For model and local MOAs: www.ctjja.org/forum/resources.html

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Tailored Locally: Manchester Graduated Response Model

Traditional Discipline Interventions

• Detention

• In-school suspension

• Out-of-school suspension

• Arrest

• Expulsion

Examples of Manchester Discipline Interventions• Redirection

• Mediation

• Detention

• 1 to 1 counseling

• Mentoring program

• Play by the Rules Referral

• Behavior Intervention or Reflection Room

• In-school suspension

• Referral to Substance Intervention Program

• Parent/Administration conferenceand other parties (guidance counselor, social worker, etc.)

• Referral to Restitution/Community Service Program

• Out-of-school suspension

• Arrest

• Referral for consideration for expulsion

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For (Many) More Details:

2. Judicial Branch (CSSD) re-asserted authority to return referrals, when:

Child is 8 years old or less and/or summons is for;

• “Offense” = normal adolescent behavior

• Involves skateboarding, bicycle, loitering, simple trespass (school property)

• Possession of tobacco > 15 yo

• Siblings fighting at home, no weapons or injuries

• School fight, similar age, no injury, both arrested

• Other school incidents: wearing hat, running in halls, swearing, talking back, disruptive but no violence / property destruction / injury

What Else is CT Doing?

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3. CSSD • School-based arrest data collection statewide

4. Legislature• Proposed legislation to require MOAs and data (SB54/HB5355)

5. JJAC DMC Subcommittee• Model MOA and incentive grants

• Training and network: patrol officers & school personnel (RightResponseCT.org)

• Right Response Network now has 16 community collaborativesimplementing MOAs

6. SBDI• School-deep, mental health focus, EMPS usage

7. SDE• Positive school climate movement

And…

CT’s Comprehensive Approach: Why it is Working

• Addresses school-based arrest from multiple perspectives and systems

• Engages key leaders and wide variety of stakeholders

• Timing is everything!

– National dialogue and movement

– “Raise the Age” success paved way for next steps

– Community-level data and confirmation

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Adult Decisions: Rethinking Student Arrests Action Steps

1. Educate yourself about problem

2. Find out what’s happening in your community

3. If the data not available, ask why

4. Make it clear you care

5. Broad coalition of stakeholders

6. Students, families, teachers have a voice

7. Partners create MOA clarifying police role in school discipline

8. Make good use of existing resources

9. Keep collecting data

10. Share your story

11. Signing MOA is just the first step

12. Respond to students with mental health needs

www.ctjja.org

Abby Anderson, Executive Director (abby@ctjja.org)Lara Herscovitch, Deputy Director (lara@ctjja.org)

Mallory LaPierre, Policy Associate (mallory@ctjja.org)